Research On Teaching Design Of Junior Middle School Chemistry Micro-course Under ARCS Motivation Model

With the development of society and technological progress,the field of education continues to infiltrate informatization.As a new product of the information society,micro-courses are short,succinct,available everywhere,and everyone can learn from it,which makes educators favor it.However,in classroom teaching,the subject of micro-classes is the students.According to surveys,most of the current micro-class design focuses on the presentation of knowledge,and insufficient attention is paid to students’ motivation and interest.There is no essential difference between micro-classes and traditional classroom frameworks.Students are still in Passive state.Personal hobbies are the most primitive driving force for serious study,which reflects that students’ low demand for micro-classes and lack of interest and motivation still need to be solved urgently.Therefore,this research is based on the ARCS(Attention,Relevance,Confidence,Satisfaction)motivation model as the background,based on previous research results and reference to the excellent case design of China’s micro-class online,and aims at the students’ experience in chemistry micro-classes.Insufficient learning motivation,low motivation,etc.,based on the design indicators of the micro-class competition of the China Micro-class Contest,analyze and evaluate the high-quality cases on the Chinese micro-class online from content representation,design innovation,and language technology.The general strategy and design evaluation of chemistry micro-class design lay the foundation for the later case design.At the same time,the chemistry learning motivation questionnaire survey and data statistics were conducted on the classes of the school where the practice was located,and the four ARCS dimensions of the questionnaire were analyzed and summarized.On the basis of literature analysis,theoretical research,and case studies,combined with the characteristics of junior high school chemistry courses and content,the ARCS motivation model is proposed to apply the steps,strategies and principles of the design of middle school chemistry micro-courses,and to attract attention,relevance and value guidance through creating scenarios Establish self-confidence and meet the needs of the four aspects of junior high school chemistry Cantonese version of the "Combustion Conditions and Fire Extinguishing Principles" concept-understanding micro-classes and the "Properties of Carbon Dioxide" experimental demonstration micro-classes,based on the preliminary analysis of the micro-classes.Classroom innovation,review of micro-class fusion design and practice,formulate a post-test questionnaire survey of chemistry micro-class motivation through case practice,and use data software such as SPSS and Excel to analyze,compare and evaluate the survey data.Through the analysis of the four dimensions of motivation differences between the experimental class and the control class,the case-related test results,and the four dimensions of motivation before and after the experimental class practice,it is helpful to apply the ARCS motivation model to the design of middle school chemistry micro-courses.In order to improve and maintain students’chemistry learning motivation and micro-course learning desire,it can help students understand and deepen their knowledge content.At the same time,it can help teachers improve the teaching effect,help teachers find the best entry point for micro-classes and effective integration methods with the classroom,and improve the effective utilization of micro-classes.